Student will understand that many factors after World War I caused World War II to occur.
Student will know information about extremist leaders of this time period.
Student will be able to produce evidence why extremist leaders were so common in this time period.
Maine Learning Results Alignment
Maine Learning Results:Social Studies- E. History
E1 Historical Knowledge, concepts, themes and patterns
Grade 9-Diploma "The World in the Contemporary Era" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and world and the implications for the present and future.
Rational: This lesson will show why extremist dictators were so common in this time period.
Assessment
Formative (Assessment for Learning)
The sequence chart and it's revisions is a good formative assessment. Students will be asked to do a peer evaluation and can ask a teacher for a brief evaluation if there is confusion over the content in their sequence chart. Sequence charts will also be used as a means of organizing the students digital story. Peer evaluations will be followed by the student writing what they intend how they intend to do their digital story in order to make it better. These comments will show what the students need to change after peer evaluations and what the students have learned from doing this assignment. Information from this assignment will help the students in analyzing and critiquing historical events like the rise of the Nazi party. In addition students will be able to write about this event within their blog of how WWII could have been prevented.
Summative (Assessment of Learning)
The digital story about an extremist leader (which will be due the following class) is a good summative assessment. Digital stories will represent how the student is analyzing and critiquing the extremist leaders of this time period. Information from the digital story will be used to show where students understand about analyzing and critiquing different extremist leaders. This information will be used in the future to show where more covering of materials is needed. These digital stories will be formally graded using a points based system from the rubric. (See Digital Story Rubric) If a group of fully completes the assignment they will be given a certain amount of points for the finished assignment (See Syllabus ) that will contribute to the students final grade. If a group does not fully complete this assignment and wants to edit it they will be granted the opportunity to do so as long as the edited assignment comes in within a week of its original due date.
Integration
English is being integrated. into this lesson because the students are writing a time sequence chart and writing plans for a digital story.
Technology is being integrated into this lesson because the students are making a digital story.
Groupings
Groups will be chosen within class as primary "country groups." The teacher will assign groups based on socializing the students do within class and who they feel would make a good group. The groups will consist of four students and each student will be asked to contribute in presentations and responses. Each group will be assigned a country (ether England, France, Russia, Germany and the United States) that their team represents and will do most of their research on that country. (Please note that the United States group is an Extension for advanced students) Groups will be asked to participate in making a digital story representing a extremist leader from this time period. Group Russia and Germany will be assigned their own leaders. Group France and England will be able to choose between doing a digital story on Mussolini and Hitler. (Hitler is being done twice because of how important a figure he is in this time period.) The United States Group will be assigned Emperor Hirohito of Japan because they are an extension group. At the end of this assignment groups will be asked to self evaluate their digital story. Here they can specify if all group mates deserve the same grade based on participation.
Differentiated Instruction
Strategies
Linguistic: Students will use their linguistic intelligence on the sequence chart and the digital story.
Spatial: Students will use their spatial intelligence when making the digital story.
Logical: Students will use their logical intelligence to organizing information for the digital story.
Interpersonal: Students will use their interpersonal intelligence when they discuss their findings within their group and plan out their digital story.
Intrapersonal: Student will use their intrapersonal intelligence when they look for information on their own.
Bodily-Kinesthetic: Students will use their bodily-kinesthetic intelligence when they move around to form groups and on computer use.
Musical: Students will use their musical intelligence when designing the digital story.
Naturalist: Digital stories can be made outside.
Modifications/Accommodations
The teacher will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
Absent students:
Absent students will have the opportunity to make up work they missed during their absence. It is the students responsibility to get information covered in class period that they missed. Missed work is due by three class periods from when the absent student returns to class. Missed work can be handed in for full credit, however students will lose points in participation for the days that they are missing. After three class periods the student will lose ten points for every additional day that the assignment is not handed in. If the student has an extenuating circumstance, like a college visit or an emergency, the student can make up their participation points with the teacher at some point after class.
Extensions
For an extension of the digital story will be granted the opportunity to represent the United States. The United States Group will be assigned Emperor Hirohito of Japan because they are an extension group. This is different then other groups' leaders because Emperor Hirohito is not a normal extremist leader and the US group will have to explain why.
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by helping students make connections between historical events and the events preceding them in the following ways: by analyzing the the extremist leaders of this time period while eluding to its eventually outcome; using a hook that shows a leader at this time; having students use their understanding of English to make responses on a sequence chart; and having the use of technology (digital story) which students are comfortable using. sequence charts handouts and their self assessment notes will be used as a formative assessment of the students.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by using student self assessment (Rubric) to gauge the students intelligence in this area and show what they have learned. Their changes on the sequence chart, to show what they are making in their digital story, will be used as a formative assessment to design lesson plans to meet learners' needs. In addition, MI theory will be used help many of the students learn using different intelligences. Students’ IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of instructional strategies and technologies in the following ways: using the programs garage band, comiclife, and imovie to allow students to use a type two technology to present their understanding about their extremist leader; using an online search engine to look up a variety of facts about their extremist leader to gain multiple viewpoints; having the students use self evaluation; having the students work alone and within a small groups.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of formal and informal assessment strategies in the following ways; informally grading the sequence chart handouts to find out what the students know and if they are participating; formally grading the digital story to assess the understanding of the students; and finally by using the formative and summative assessment to design a better lesson plan for the future.
Teaching and Learning Sequence:
Agenda:
Day 1
Introduction
Prompt/Video
Get into groups and pick leaders.
Digital story planning/preparation
Day 2
More digital story preparation
Digital story presentations
Day 1
In today's lesson students will analyze historical events and the repercussions of other events that follow. The class will be specifically focused on extremist leaders of this time period and how they came to power. For this lesson the class will be doing an activity using the programs garage band, comic life or imovie to make a digital story of how an extremist leader of that time period came into power. The coming to power of these many leaders is said to be one of many factors after World War I that would caused World War II to occur. This lesson will show how extremist leaders tend to be elected in times of anxiety within an area. (5 Minutes) What, Where, Why, Tailor: Verbal, Spatial, Intrapersonal, and Logical.
As a hook the teacher will play the Hitler victory speech. (http://www.youtube.com/watch?v=uAUPt9SX2qk&feature=related ) After the video the teacher will make several comparisons to the 1930's, when all these leaders came into power, and connect it to modern day politics. Students need to be given some basic background information about the extremist leaders of this period in order for them to understand the activity. This information which will be given through lecture to the class. The teacher will describe how leaders like Hitler, Stalin, Mussolini and Emperor Hirohito within their countries. This lecture will cover a lot of material and take a somewhat long time. However based on the topic, and students general fascination with these leaders, the teacher should have no trouble keeping a class entertained by this lecture. The teacher should leave some holes in the lesson that they expect the class to teach about when they present their digital stories. Students will record information on a sequence chart handout. (20 Minutes) Hook, Equip,Explore,Tailor: Verbal, Spatial, Logical, Interpersonal and Intrapersonal.
Students will get into their "country" groups. The teacher will then inform them of what leaders each group will be doing their digital stories on. Groups will be allowed to choose from on of three technologies to make their digital stories. England and France will be given the opportunity to choose a leader to do their digital story on. If there is an issue about which leader each group wants the teacher can flip a coin to determine who gets what leader. (5 Minutes) Experience,Tailor: Verbal, Spatial, Logical, Interpersonal, Bodily-Kinesthetic.
Groups will then divide up and begin discussing how they will be able to do their digital presentations. Groups will use information they took down on their sequence chart to plan out a digital story how their assigned leader came into power in their country with the possibility of listing what happened in their leaders country after they came to power. For the two groups doing Hitler one will do how he came to power and the other will do what happened in Germany after he came to power. Students can use other resources to find additional information. Students will need to organize when they will make the digital story and begin to collect resources to do so. Students will make a rough idea of what their digital story is going to be. Students will be asked to show this rough draft to the teacher and revise it if necessary . Once rough drafts have been approved by the teacher the students can begin to make their digital story until the end of class. (50 minutes) Rethink, Revise,Tailor: Verbal, Interpersonal, Intrapersonal, Bodily-kinesthetic, Logical, Naturalist, Musical and Spatial.
Day 2
Students will continue to work on their digital stories. Groups will rehearse for their presentation of their digital story and finish up any additional work that needs to be finished. When students feel their digital presentation is ready they will self evaluate it on the rubric. (50 minutes) Rehearse,Evaluate,Tailor: Verbal, Spatial, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic.
Students will then present their digital presentations to the class. (30 minutes) Tailor: Verbal, Spatial, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic.
UMF LESSON PLAN FORMAT
Teacher’s Name: Lesson # :3
Grade Level:9-12 Topic:
Analyzing decisions and events.
Objectives:
Maine Learning Results Alignment
E1 Historical Knowledge, concepts, themes and patterns
Grade 9-Diploma "The World in the Contemporary Era"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and world and the implications for the present and future.
Rational: This lesson will show why extremist dictators were so common in this time period.
Assessment
The digital story about an extremist leader (which will be due the following class) is a good summative assessment. Digital stories will represent how the student is analyzing and critiquing the extremist leaders of this time period. Information from the digital story will be used to show where students understand about analyzing and critiquing different extremist leaders. This information will be used in the future to show where more covering of materials is needed. These digital stories will be formally graded using a points based system from the rubric. (See Digital Story Rubric) If a group of fully completes the assignment they will be given a certain amount of points for the finished assignment (See Syllabus ) that will contribute to the students final grade. If a group does not fully complete this assignment and wants to edit it they will be granted the opportunity to do so as long as the edited assignment comes in within a week of its original due date.
Integration
Technology is being integrated into this lesson because the students are making a digital story.
Groupings
Differentiated Instruction
Linguistic: Students will use their linguistic intelligence on the sequence chart and the digital story.
Spatial: Students will use their spatial intelligence when making the digital story.
Logical: Students will use their logical intelligence to organizing information for the digital story.
Interpersonal: Students will use their interpersonal intelligence when they discuss their findings within their group and plan out their digital story.
Intrapersonal: Student will use their intrapersonal intelligence when they look for information on their own.
Bodily-Kinesthetic: Students will use their bodily-kinesthetic intelligence when they move around to form groups and on computer use.
Musical: Students will use their musical intelligence when designing the digital story.
Naturalist: Digital stories can be made outside.
The teacher will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
Absent students:
Absent students will have the opportunity to make up work they missed during their absence. It is the students responsibility to get information covered in class period that they missed. Missed work is due by three class periods from when the absent student returns to class. Missed work can be handed in for full credit, however students will lose points in participation for the days that they are missing. After three class periods the student will lose ten points for every additional day that the assignment is not handed in. If the student has an extenuating circumstance, like a college visit or an emergency, the student can make up their participation points with the teacher at some point after class.
For an extension of the digital story will be granted the opportunity to represent the United States. The United States Group will be assigned Emperor Hirohito of Japan because they are an extension group. This is different then other groups' leaders because Emperor Hirohito is not a normal extremist leader and the US group will have to explain why.
Materials, Resources and Technology
Sequence Chart
Digital Story Rubric
Labtops (With wireless internet, garage band, comiclife and imovie)
Digital Projector
Pencils/pens
Source for Lesson Plan and Research
Maine Standards for Initial Teacher Certification and Rationale
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by helping students make connections between historical events and the events preceding them in the following ways: by analyzing the the extremist leaders of this time period while eluding to its eventually outcome; using a hook that shows a leader at this time; having students use their understanding of English to make responses on a sequence chart; and having the use of technology (digital story) which students are comfortable using. sequence charts handouts and their self assessment notes will be used as a formative assessment of the students.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by using student self assessment (Rubric) to gauge the students intelligence in this area and show what they have learned. Their changes on the sequence chart, to show what they are making in their digital story, will be used as a formative assessment to design lesson plans to meet learners' needs. In addition, MI theory will be used help many of the students learn using different intelligences. Students’ IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of instructional strategies and technologies in the following ways: using the programs garage band, comiclife, and imovie to allow students to use a type two technology to present their understanding about their extremist leader; using an online search engine to look up a variety of facts about their extremist leader to gain multiple viewpoints; having the students use self evaluation; having the students work alone and within a small groups.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of formal and informal assessment strategies in the following ways; informally grading the sequence chart handouts to find out what the students know and if they are participating; formally grading the digital story to assess the understanding of the students; and finally by using the formative and summative assessment to design a better lesson plan for the future.
Teaching and Learning Sequence:
Day 1
Introduction
Prompt/Video
Get into groups and pick leaders.
Digital story planning/preparation
Day 2
More digital story preparation
Digital story presentations
In today's lesson students will analyze historical events and the repercussions of other events that follow. The class will be specifically focused on extremist leaders of this time period and how they came to power. For this lesson the class will be doing an activity using the programs garage band, comic life or imovie to make a digital story of how an extremist leader of that time period came into power. The coming to power of these many leaders is said to be one of many factors after World War I that would caused World War II to occur. This lesson will show how extremist leaders tend to be elected in times of anxiety within an area. (5 Minutes)
What, Where, Why, Tailor: Verbal, Spatial, Intrapersonal, and Logical.
As a hook the teacher will play the Hitler victory speech. (http://www.youtube.com/watch?v=uAUPt9SX2qk&feature=related ) After the video the teacher will make several comparisons to the 1930's, when all these leaders came into power, and connect it to modern day politics. Students need to be given some basic background information about the extremist leaders of this period in order for them to understand the activity. This information which will be given through lecture to the class. The teacher will describe how leaders like Hitler, Stalin, Mussolini and Emperor Hirohito within their countries. This lecture will cover a lot of material and take a somewhat long time. However based on the topic, and students general fascination with these leaders, the teacher should have no trouble keeping a class entertained by this lecture. The teacher should leave some holes in the lesson that they expect the class to teach about when they present their digital stories. Students will record information on a sequence chart handout. (20 Minutes)
Hook, Equip, Explore, Tailor: Verbal, Spatial, Logical, Interpersonal and Intrapersonal.
Students will get into their "country" groups. The teacher will then inform them of what leaders each group will be doing their digital stories on. Groups will be allowed to choose from on of three technologies to make their digital stories. England and France will be given the opportunity to choose a leader to do their digital story on. If there is an issue about which leader each group wants the teacher can flip a coin to determine who gets what leader. (5 Minutes)
Experience, Tailor: Verbal, Spatial, Logical, Interpersonal, Bodily-Kinesthetic.
Groups will then divide up and begin discussing how they will be able to do their digital presentations. Groups will use information they took down on their sequence chart to plan out a digital story how their assigned leader came into power in their country with the possibility of listing what happened in their leaders country after they came to power. For the two groups doing Hitler one will do how he came to power and the other will do what happened in Germany after he came to power. Students can use other resources to find additional information. Students will need to organize when they will make the digital story and begin to collect resources to do so. Students will make a rough idea of what their digital story is going to be. Students will be asked to show this rough draft to the teacher and revise it if necessary . Once rough drafts have been approved by the teacher the students can begin to make their digital story until the end of class. (50 minutes)
Rethink, Revise, Tailor: Verbal, Interpersonal, Intrapersonal, Bodily-kinesthetic, Logical, Naturalist, Musical and Spatial.
Day 2
Students will continue to work on their digital stories. Groups will rehearse for their presentation of their digital story and finish up any additional work that needs to be finished. When students feel their digital presentation is ready they will self evaluate it on the rubric. (50 minutes)
Rehearse, Evaluate, Tailor: Verbal, Spatial, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic.
Students will then present their digital presentations to the class. (30 minutes)
Tailor: Verbal, Spatial, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic.